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Viewing: ENG 100 : Reading and Writing Rhetorically

Last approved: Fri, 19 Feb 2016 21:31:15 GMT

Last edit: Fri, 19 Feb 2016 21:31:15 GMT

Catalog Pages referencing this course
Change Type
ENG (English)
100
008357
Dual-Level Course
Cross-listed Course
No
Reading and Writing Rhetorically
Reading and Writing
College of Humanities and Social Sciences
English (16ENG)
Term Offering
Fall, Spring and Summer
Offered Every Year
Fall 2015
Previously taught as Special Topics?
No
 
Course Delivery
Online (Internet)

Grading Method
Graded with S/U option
4
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture4
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Susan Miller-Cochran
Professor of English

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC5015YesN/A

Is the course required or an elective for a Curriculum?
No
Intensive practice in reading and writing critically and rhetorically, with attention to how those change according to purpose and situation. Introduction to rhetorical concepts and elements with application to a variety of academic, professional, or civic texts. Exploration of principles of argument and organization. Guidance in developing flexible, self-aware reading and composing processes. Practice in seeking, providing, and responding to constructive feedback. Practice with making choices about grammar, mechanics, and style appropriate to specific rhetorical situations. Extensive writing practice and individualized coaching to support ongoing development as a writer. Intended as preparation for ENG 101. Departmental consent required.

Course was mistakenly approved as a 3 credit hour course in the system.


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No new resources will be needed.

Student Learning Outcomes

Students will be able to:



  1. Adapt reading strategies for a diverse range of texts to support critical understanding and generative use of texts.

  2. Understand that written texts have a range of purposes related to their rhetorical situations, which may include academic, professional, or civic contexts.

  3. Compose in multiple genres to participate in contexts calling for purposeful shifts in elements such as content, evidence, structure, medium, design, formality, or voice.

  4. Apply principles of argument and organization in students’ own writing.

  5. Use a range of writing strategies that reflect flexible, self-aware reading and composing processes.

  6. Seek, provide, and respond to constructive feedback on written work.

  7. Make choices about grammar, mechanics, and style appropriate to specific rhetorical situations.


Evaluation MethodWeighting/Points for EachDetails
Participation20%in-class participation, peer response, homework, etc
Other80%● Paper 1: Rhetorical Analysis of Barry’s “Common Scents” (3-5 pages), 15%
● Paper 2: Summary and Response (3-5 pages), 20%
● Paper 3: Comparing Perspectives (4-6 pages), 25%
● Paper 4: Literacy Narrative (4-6 pages), 20%

Key: 4331